In this article, we offer an approach to conceiving of the relation between literacy practices and space-time. Literacy, embedded in other forms of activity, has a unique role in producing and organizing space-time relations, and such relations provide for different forms of cognition and learning. Closely examining how literacy practices produce and organize space-time helps researchers move beyond folk distinctions based on setting or context, such as "in school," versus "out of school," which necessarily associate different settings with different practices. Drawing on actor network theory, we propose a new way of reconceiving of literacy and its relations to space-time through the construct of the literacy network. We define and develop 5 space-time dimensions of literacy networks, including translation, the heterogeneity of space-time representations, movements and positions of texts in circulation, rhythms and speeds of circulation, and network continuity. Drawing on these dimensions, we analyze 3 different literacy networks that 1 youth, Brian, participates in, including 2 from school classrooms and 1 from his play of a massively multiplayer online game. We argue that the space-time dimensions of these networks have direct relevance to understanding Brian's engagement, agency, and identity. Models of literacy have always presented some version of space-time, either implicitly or explicitly. Space-time in an autonomous literacy model, for instance, is relatively abstract: The mind and text transcend the constraints of the local situation . By contrast, locally situated perspectives often emphasize the uniqueness of place in literacy practice at the expense of flow or circulation, sometimes drawing

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The purpose of this chapter is to provide pre-service and practicing teachers a constructivist lens for viewing how they use technology, specifically online discussion boards, in their classrooms. The chapter introduces the idea that online discussion boards present a unique opportunity for constructivist teachers in particular and then provides several specific and practical strategies for ways to use discussion boards in the classroom. Each of these strategies connects to the roots of constructivist beliefs. In particular, this chapter highlights the role that writing can play when using this technology.

The purpose of this chapter is to provide pre-service and practicing teachers a constructivist lens for viewing how they use technology, specifically online discussion boards, in their classrooms. The chapter explores the way that student-focused and constructivist teachers can utilize technology in ways that remain consistent with maintaining important student relationships, which are so central to paradigm and student success overall. This chapter explores the role of dialogism in a student-centered classroom and provides several specific and practical strategies for ways to use discussion boards in the classroom. Each of these strategies connects to the roots of constructivist beliefs. In particular, this chapter highlights the role that writing can play when using this technology.

Writing centers are pedagogical spaces where student discourse varies. Utilizing case studies from two different writing centers, this chapter examines how writing-center identities align with student and tutor practices during writing-center sessions. Specifically, the work captures and analyzes verbal interactions and spatial conditions that reflect different levels of authoritative discourse for participants. The chapter also raises implications for future research involving student discourse in writing centers.